The purpose of this study is to find out how the physical education notebook works to encourage the acquisition of life skills, and to examine the relationship between the physical education notebook and life skills. We compared two groups, an upper-level group which made use of physical education notebooks with greater frequency and a lower-level group which used physical education notebooks less frequently, and studied how the two groups were different in their awareness of life skills and in the descriptive contents of their term-end reports. As a result of our observations we drew the following two conclusions.

① This study showed two influences of the acquisition of life skills. One is a direct influence acquired in physical education classes. The other is a secondary influence of life skills that were initially acquired in physical education classes. Our study shows that students' use of both the life skills self-evaluation scale and physical education notebooks and their work on their term-end reports gradually expands the role of life skills acquired in physical education classes in the students' lives outside of their classes.

② The upper-level group who used physical education notebooks with greater regularity showed significant differences in the "setting goals," "always making one's best effort" and "taking responsibility for one's own behavior" life skills compared with the lower-level group. The same group also exhibited a significant improvement in the post-term survey compared to the pre-term survey. These life skills are considered to have been acquired through the accumulation of steady effort, and their effects are difficult to observe directly. It is hypothesized that writing regularly in the physical education notebooks works as a form of training which develops the implicit awareness that occurs in daily experience into external representation, and helps improve these life skills. It is suggested that life skills can support students' growth over time.

The purpose of this study was to evaluate golf abilities of novice golfers taking a 15-week university golf class. Three dimensional motion of golf swing with a 7-iron club was recorded to evaluate the improvement of golf ability during the class. Swing motions analyzed in this study were, 1. Club head velocity, 2. Shoulder and pelvic angle at the top of the backswing, 3. Separation angle at the top of the backswing between the shoulder and pelvis and its maximum value in the downswing, and 4. Maximum angular velocity of the separation angle in the downswing. A 3m putting test was used to evaluate putting ability. Putts were taken from two positions 3m from the target (cup) on an uphill slope and two positions 3m from the cup on a downhill slope. Measurements taken to evaluate putting ability were, 1. left and right distance of error, 2. front and back distance of error. Distance of error was measured from the center of the cup. All the measurements were taken at 3rd class (Pre) and at 15th class (Post). There was no significant increase in the club head velocity after the golf class. The pelvic rotation angle at the top of the backswing significantly increased from 48.3 ± 6.9 degrees to 56.6 ± 7.7 degrees. However, the maximum angular velocity of the pelvic segment was not increased. The change ratio of separation angle was from 3.8 ± 5.3% to 5.8 ± 9.6% in the downswing, which was small. No significant improvement was found in the 3m putting test for both uphill and downhill conditions between Pre and Post. This indicated that through the 15-week golf class, it was possible to learn to change pelvic rotational angle, but it was not possible to increase the maximum angular velocity by the time of ball impact. In addition, putting ability did not improve. These results indicated the need for the content of the class to be revised so that the students can attain a level that would enable them to complete an actual round of golf. We also believe it indicates the need for universities to carry out golf classes in their curriculum that additionally include off campus classes.

At one private university in metropolitan sphere of Kanto (S-univ.), the curriculum reform was implemented and semester system was adopted in 2014. With the curriculum reform, PE in liberal arts in S-univ., which had been opened in a whole year, was restructured and was divided into two course; one was on the core curriculum course (and first year education) named as “sport literacy class” in the first semester and another was on the educational curriculum course named as “sport wellness class” in the second semester. The former was aimed to acquire social skills through sport activities, and the later was aimed to encourage the awareness of their own mental and physical state through sports activities. The purpose of this study was to investigate whether “sport literacy class” and “sport wellness class” affected the exercise habits and life skills of students by questionnaire survey. The results suggested that both of “sport literacy class” and “sport wellness class” under the new curriculum couldn’t achieve to alter the preference of students for sport, but would contribute to promote the sport activities, the exercise habits and the stage of exercise-related behavioral change. Furthermore, it was suggested that “sport literacy class” improved their skills used generally in interpersonal situation, especially for leadership and interpersonal manner, and “sport wellness class” improved their skills used mainly in personal situation, especially for knowledge summarization and self-esteem. These indicated that both “sport literacy class” and “sport wellness class” could pursue the objective of each class. To make more positive impact on the preference of students for sport, the sport activities and the exercise habits, it is necessary to devise the management methods of “sport literacy class” and “sport wellness class”.

The purpose of this study was to examine the educational effect of fitness training class provided as a college physical education. In the fitness-training class, the students created their own training menu based on their physical characteristics or training aim. Academics provided original training diary, which included some training tips to support the students. This class consisted of 19 university students (men: 4, women: 15), who had no usual physical activities. In the first session of this class, the students made today’s the training plan of the today with referring the feedback comments provided by Academics. The feedback comments were provided based on the training record of the previous day. Following making training menu, the students did their workout for a period of about 60 minutes. After the class, the students recorded their training event, the frequency of the event and load on their training diary. The effects of learning and training in this class were examined through fitness tests; “leg muscular strength”, “cardiorespiratory fitness”, “endurance of abdominal muscle”, “balance ability”, “the level of lack of exercise” and “total evaluation” and questionnaire survey about contents and impression of this class. Throughout the 15 series of fitness-training class, the result of fitness tests regarding “leg muscular strength”, “cardiorespiratory fitness” and “total evaluation” were significantly increased and “the level of lack of exercise” was significantly decreased than that of the first session of the class (p<0.05). In addition, from the result of questionnaire survey in this class, it has revealed that most of the students increased the opportunity to have exercise and improved the favorability rating of exercise. The results of this study suggested that a fitness-training class managed mainly by students can acquire the fundamental skill of exercise. In addition, the program of this class may promote the independence of mind and conventionalize exercise in a daily life and enhance the amount of exercise. Therefore, the method of implementation of our fitness-training class would be one of useful examples as college physical education.

Purpose: The aim of this study was to examine whether the simple instructions such as “four or more” help students continuously increase their comments in assignments in terms of quantity during semester. Methods: Students (n = 374) were assigned to Normal group (N group; n = 180) or Intervention group (I group; n = 194). In order to record lifestyle habits and to induce behavior modification, all the students were given a workbook of six types of assignments as homework during semester, and were expected to write their impressions and comments about each of the six assignments. The I group students were asked to describe “their awareness and impression (4 or more)” after having kept the records of the first-, second-, and third-assignments for 1 week, while the N group students were asked to describe “their awareness and impression” without mentioning 4 or more. Moreover, in the fourth-, fifth-, and sixth-assignments were not given the instructions to write 4 or more in the both groups. We collected all the workbooks after the semester and assessed the number of characters and sentences. Results: The number of characters of the first-, second-, fourth-, fifth-, and sixth-assignments were significantly greater in the I group than in the N group (P < 0.01). The number of sentences of all the assignments were significantly greater in the I group than in the N group (P < 0.05). Conclusion: These findings suggest that, when college students are assigned to write their comments about assignments of college physical education, the simple instructions such as “four or more” encourage them to continuously increase their comments in terms of quantity throughout semester and thus may enhance educational effects.

The objective of this study was to clarify the educational effects of wheelchair basketball using examples with a focus on emotional changes among participating students. The target included four classes from different faculties and departments, and three teachers with different instructional abilities. The study comprised (1) a diagnostic/ comprehensive lesson evaluation, (2) a formative lesson evaluation and (3) a survey that allows free comment. The following results were primarily obtained.

1． In the results from the diagnostic/comprehensive lesson evaluation, there was a significant increase in “affective,” “psychomotor,” “cognitive,” and “social behavior” domain among all classes, and “affective” and “psychomotor” domain significantly increased in common by each class.

2． In the results from the formative lesson evaluation, all four of the classes showed an upward trend for the factors of “motivation/interest.” Three of the four classes showed an upward trend for the factor of “cooperation.”

3． In the results from survey that allows free comment, each class tended to write more after the teaching unit. There were also more descriptions regarding “enjoyment,” “communication” and “cooperation.” In addition, there were many specific descriptions regarding the ability to assess the situation, the need for the ability to make predictions, and references to differences in skill and the presence of disabilities.

From the above, in the wheelchair basketball lessons conducted, the following four educational effects were identified regarding the emotional aspects of participating students: (1) Feelings of “enjoyment” and “accomplishment.” (2) A stronger feeling of cooperation with others, and improved communication skills. (3) A realization of the need to be able to assess the situation and to make predictions. (4) An understanding of differences in skill and the presence of disabilities.

“Fundamental competencies for working persons”(FCWP) consists of three competencies and twelve competency factors, and the cultivation of FCWP has been one of an important theme in academic education. In previous studies, we uniquely invented a valuation method of FCWP using visual analog scale (VAS) method and then we revealed FCWP scores were increased by the regular physical education classes in academic education (Ishido et al. 2015, 2016). On the other hand, because the valuation method of FCWP has not been established academically until now, neither reliability nor validity for our valuation method of FCWP using VAS method also has been fully examined, academically. The aim of this study was to clarify the reliability and validity of the valuation method of FCWP using VAS method in the regular physical education classes in academic education by elucidating the relationship between FCWP and communication skills. First, the present study investigated the differences between evaluation results of VAS and 5-point evaluation method in evaluating FCWP scores. Next, the present study investigated the relationship between the evaluation results of VAS method for FCWP scores and the scores of communication skills scale “ENDCOREs”. As a result, in three competencies and twelve competency factors for FCWP, all items indicated significant correlations between VAS and 5-point evaluation methods (p<0.05). Thus, it was suggested that the direction of evaluation results for FCWP using VAS method may indicate a similar trends for that using 5-point evaluation method. Moreover, when dependent variables were three competencies scores of FCWP using VAS method and independent variables were communication skills scores using ENDCOREs in multiple regression analysis, significant regression models were respectively detected in three competencies of FCWP (p<0.05). Thus, it was suggested that the three competencies in FCWP may potentially include basic abilities evaluated in ENDCOREs. In conclusion, in the present study, it was demonstrated that the valuation method of FCWP using VAS method was fully valuable in the regular physical education classes in academic education, and the present study brought useful basic findings to establish the valuation method of FCWP.